Media Analysis of Gender Essay - 1758 Words

First of all, in The Simpsons, the scene where we get into the actual plot of the story opens with Marge and Lisa walking into a department store that sells dolls. The gender stereotype that girls are only interested in playing with dolls is reinforced here as a huge selection of Malibu Stacy dolls is on display with a throng of screeching, bloodthirsty girls tearing the store apart. Lisa says, â€Å"I’m warning you mom, I might get a little crazy.† and immediately knocks down a girl and snatches another in a choke-hold to be the first in line for the new Malibu Stacy doll. In the very next scene we have the whole family in the car with Homer driving. He is baking a cupcake with an easy-bake-oven that he bought from the mall. Marge advises him†¦show more content†¦The show makes an obvious distinction between how men/boys and women/girls act. Anyway, the episode continues with lisa playing with her doll pretending that Malibu Stacy is giving a speech at the U.N , but Lisa is disappointed when she realizes that the new and improved doll says sexist remarks such as â€Å"don’t ask me, I’m just a girl† and â€Å"let’s buy make up so that boys will like us!†. Lisa goes on a rant about how â€Å"millions of girls will grow up thinking that this is the right way to act! That they cannot be anything more than vacuous ninnies...!†and gets really mad when Bart does not understand why she is so upset. The difference in communication styles is shown here as Lisa is more adept with words than Bart is as Bart can only give Lisa a stupid reply like â€Å"that’s what I was going to say.† This illustrates the stereotype that girls are more expressive and sensitive than boys are. On the other hand, Marge plays the more traditional housewife as her mind never delves into issues that are not relevant to the domestic center; she is not privy to relevant discussions on social issues like Lisa and cannot u nderstand why Lisa is so upset. She said that Lisa had been speaking up â€Å"an awful lot lately.† This suggests that typical lady-like behavior does not include speaking out and that the mother should enforce positive female behavior. Additionally, inShow MoreRelatedEssay on Inequalities as Portrayed in the Media: a Gender Analysis3248 Words   |  13 PagesInequalities as Portrayed in the Media: A Gender Analysis Media plays a big role in conventional Canadian society. It is becoming more and more influential and a bigger part of everyone’s daily lives. Since the invention and spread of the use of the printing press in the mid fifteen-hundreds, societies have been able to produce mass quantities of information available to the general public. Books were printed and made available to a large audience, replacing word of mouth communication aboutRead MorePinterest Boards And Youtube Videos That Deliver Makeup806 Words   |  4 Pagesdeliver makeup tutorials flood social media. Television shows that chronicle cupcake shops and DIY home improvement flourish. As these feminized forms of media thrive in the pop culture of our early twenty-first century, contemporary gender scholars take up the task of analyzing the social, economic, and cultural meaning they create. Does fashion blogging reify certain norms of femininity, or challenge them? What does the act of selling cupcakes have to do with gender? What does the popularity of 50 ShadesRead MoreMedia Based On Social Stereotypes930 Words   |  4 PagesThis paper includes critical analysis of media based on social stereotypes. There are two advertisements used one is based on gender inequality and the other is based on the gender biased and racial inequality. 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Methodology In order to address the research propositions of the study, the encore needed a method for mention the types of pistillate portrayals featuring in the context of consumer magazine advertisements. Con tent analysis was chosen for it is the best at providing â€Å"a scientific, quantitative, and generalizable description of communications content† (Kassarjian, 1977, p. For example, the advertisement for Stove Master, a very-cleaning oven quarantine the women as aRead MoreThe Social Of Social Media Essay1529 Words   |  7 PagesSocial Media Checklist. The number and type of social media sites participants utilize will be measured using a social media checklist. The Social Media checklist consists of (e.g. Ask:fm, Facebook, Flicker, Google+ Instagram, Linkedin, Myspace, Pinterest, QQ Reddit, Snapchat, Skype Tinder, Tumblr, Twitter, Vine, WeChat, Youtube). Raters will check all forms of social media utilized. An average social media checklist is of interest. Higher scores indicate increased social media sites usage. LowerRead MoreGender And The Media By Rosalind Gill1596 Words   |  7 Pages Book Review of Gender and the Media by Rosalind Gill Gender and the Media by Rosalind Gill addresses gender stereotypes that are brought onto women and men through the media resulting in objectification and subjectification. Gill discusses how the representation of gender is altered as a result of the media in Western societies. Gender and the Media is aimed to address the rapid transmission of media and how those changes affect the construction of feminine and masculine gender roles in society

Mussolini’s Relationship with Hitler Free Essays

string(69) " the opportunity to spread its power and influence to other nations\." There were many similarities between Mussolini and Hitler even though the two exhibited some differences. Having risen to power earlier, in the 1920s, Mussolini was the senior between the two and had a great influence on Hitler. Hitler saw in him a teacher who helped him shape his policies. We will write a custom essay sample on Mussolini’s Relationship with Hitler or any similar topic only for you Order Now The two however had individual characteristics that made their lives quite different. As much as Hitler went to school and graduated as a fine art student, Mussolini was self – educated (Trifkovic 1993). The latter had a larger than life approach to life and he wanted to be perceived as a superman by the people. In this way he would fake pictures portraying him as a master of various skills including a pilot, wrestler etc. On the other hand Hitler had a less colorful view of life. He was more successful in battle; being able to win majority of the wars that he staged against his enemies. In this way Germany was able to conquer other nations. As much as his friend found it easy to conquer other nations due to his early war experience and the huge army back at home; Mussolini had a difficult time in winning battles. In most of the battles he had to depend on the assistance of the Germans in order to become victorious (Carpi 1994). The two leaders were nevertheless hungry for power and were inclined to totalitarian leadership. They both had been wounded in battle and had almost taken a similar avenue to power (Hayes 1995). There election promise to restore hope and help solve the unemployment problem earned them the support and sympathy from the majority voters. In some way they did not fail as both German and Italy significantly reduced the levels of unemployment in the initial years of their leadership (Cassels 1963). The two had a hot cold relationship. Despite the signing the Pact of Steel, which called for cooperation between the two countries in matters economical, militaristic and on foreign policy issues; still there are times when one of the countries would act without due consultation with the other. Ascension to Power There is great similarity in the manner that the two leaders campaigned for political leadership and got elected to the office. There countries by the time were facing unemployment problems, hopelessness and disillusionment. The citizens were therefore anticipating for someone who would literary save them from the situation. The coming of both Mussolini and Hitler was perceived as a great relieve to the economic situation of the time. There campaign which was fierce propaganda helped to catapult the two dictators into office. This propaganda continued to play a key role in the governments and administration of the day; the citizens were totally unaware of the true information that the government was acting upon. In times of war or when the government made important decisions that directly or indirectly affected the lives of the citizens; there were totally kept in the dark (Weber 1982). The two dictators all had a similar script to help them rule over the people (Flood 1989). They were at a point of establishing a new leadership whereby the individual was the one and only decision maker. This totalitarian government did not tolerate any form of opposition either from an individual or groups. It was therefore common for those who expressed ideas or views that were opposed to the leader to either face prosecution without trial or they were simply liquidated. The two leaders had an unquenchable thirst for power. This trait seemed to have cemented their relationship as they tended to see oneself in the character of the other. Hitler had been able to learn from Mussolini the way to govern a nation with the full authority centered on one individual. In mastering the way Mussolini carried out the affairs of the nation and particularly the conduct of the military; Hitler was eventually able to come up with his own style of leadership (Flood 1989). He was however very critical to avoid the mistakes that his friend had made. So in imitating his manner and way of leadership, he was also aware of the pitfalls that come with overindulgence more so exhibitionism. Foreign Policy It is because of the thirst for power and having the same style of leadership that the two dictators had to settle for an agreement such that they will support one another in case of war. This agreement otherwise referred to as the Pact of Steel was more in favor of Hitler’s Germany that is was for Italy (Corrado 1993). There was an unquenchable thirst for power on the part of Mussolini – for he had seen a powerful ally in Germany – that made him sign the deal. Later on it came to Italy’s realization that Germany was too aggressive in a bid to try and expand its influence thus fought a number of war expecting the cooperation of Italy. At least in two instances Italy declined to get involved in the wars despite the agreement. In both the 1939 and 1940 war, the former being the German’s invasion of Poland, there had been no cooperation between the countries. In the latter case the hesitation came since Mussolini had seen the possibility of Germany benefiting entirely from the invasion. The foreign policies of both Mussolini and Hitler were primarily addressing the expansion of their empire. The two would not squander any opportunity to try and spread there influence. For instance the involvement of Italy in the Spanish war was basically as a result of hunger for power by Mussolini. In this civil war that proved to be quite unpopular in Italy; was a way to get another member to the club of dictators. Already Hitler and Mussolini had perceived themselves as the most powerful nations in Europe. The two come up with an axis to which the other European countries revolved. According to Mussolini Italy would not miss the opportunity to spread its power and influence to other nations. You read "Mussolini’s Relationship with Hitler" in category "Papers" In this stance Italy was backed by Germany and together they rallied their support for Franco. The two were in favor of another establishment of a Fascist dictatorship in Europe. In this war there combined force succeeded in having Franco joining the club of dictators. The effect of this war was a further alienation of Italy from the rest of Europe. It implied that the only option and way that was open to Italy was to augment its friendship with Germany. The Military The military might of Germany was not only one of the best but also the biggest. It was said to be five times more that the limit set by international standards. The significance of the great numbers of the officers was apparent. The nation went and fought many wars and was able to be successful in most of them. The military had been well equipped with sophisticated weapons and personnel that made it difficult to be defeated by any other nation. The two leaders were so much fascinated by the army such that even they themselves would always be seen in the army uniforms. In these military activities the leaders also were able to influence one another in one way or another. For instance the Nazi salute came from a direct imitation from the Mussolini army. Similarly there are a number of ideas that Mussolini borrowed from Hitler after he had visited his country and allowed to see the military. On seeing the military might of the Germans he made up his mind to maintain friendship with Hitler. Mussolini knew little about the military hence it was always divided and fragmented. There seemed to be no way to make the factions stick together and be loyal to their commander-in – chief. For a period of a decade or so Mussolini tried to consolidate and manage the military effectively. He could achieve but little success in this regard as his military exhibited weakness due to the internal divisions. This can be contrasted to his friend whose military was so compact and their loyalty was not compromised. The military was more of a cult than a professional body meant to safeguard the security of the nation. The German soldiers were simply dehumanized such that they were like automatons to follow orders that were given by their superiors. Together in Fascism Fascism seemed to have glued the two dictators together. They both found great relieve and prestige in holding absolute power. Fascism is regarded as unmasked capitalism since it has as its core value the idea of big business (Weber 1982). The two dictators were beneficiaries of the big business helping them ascend to leadership positions. It was therefore there prime role to ensure that the idea does not die with their coming into power. Fascism therefore continued to appeal to the emotions of the masses as it took on symbolism such as the hand salute, flags and creeds. Both Hitler and Mussolini exhibited these qualities and also the tendency towards racism, nationalism and sadism. Fascism detested so much the status quo and this has been the defining trait of both the dictators. Mussolini ensured that all political parties were dissolved. This gave him absolute power to rule over the state of Italy. He got to control each and everything in the country; the most powerful ministries were placed in his hands. These include defense, home and foreign affairs and corporations. Similarly he employed a lot of propaganda machinery such that the citizens are kept out of the picture. Everyone was made to believe that Fascism was the one and only system that could work in the 20th century (Griffin 2000). The other forms of government such as democracy and liberalism were to be shunned since they were outdated and could not be adopted. This manner of leadership was much akin to that of Adolph Hitler, just like his friend, he accomplished most of his goals through propaganda. A student of Mussolini, Hitler perfected the art of propaganda (Sternhell 1994). He was able to persuade the entire nation to support his goals and ideals in order to achieve a common purpose. Hitler had an entire ministry allotted to propaganda. Initially Mussolini held the policy of privatization of industries to the satisfaction of the financers. This was however a short term measure as the policy was reversed such that the government took on the control of the industries (Seldes 1935). As Mussolini struggled to ensure economic and financial independence of Italy – it was vital the country to have enough resources. This was not the case with Italy which struggled with limited resource allocation. To some extend Hitler had the resources to sustain his economy. He was able to solve the unemployment problem in the country and meet the demands of the huge army. Though the nation had been sidelined by other nations due to its aggressive behavior, still the economy did not flounder. This success story did not last for long as there were many obstacles on the way of achieving the goals that the leaders had set in mind. The Fascism ideology failed in its endeavor to bring some substantial changes in the human person and the society at large. First the two major personalities that stood for the idea actually met the most miserable of deaths. No one really wants to remember the actions of the two dictators. Similarly the goals of Fascism namely to come up with a society and human beings that are heroically moral were never to be realized. At first both Mussolini and Hitler were revered and admired by the citizen as they seem to have brought the changes that were badly needed by them and the society as a whole (Trifkovic 1993). This did not last long more so for Mussolini whom everyone soon realized his true character. The alienation of the two individuals by the civilized nations of Europe show how they were affected by their policies. However one cannot simply dismiss Mussolini as a failure who brought nothing but misery to his country. On the contrary Mussolini has been noted to have established the most stable government ever. It is as a result of his government that the nation of Italy can boast of a stable foundation. Similarly the good infrastructure of the country traces its roots back to the leadership of Mussolini. This is not to approve of his character or Fascism as a form of leadership. Any leader can take advantage of any form of leadership. In the case of Mussolini and Hitler the two used the power that had been bestowed on them to ensure that no one opposes their leadership. They systematically eliminated the individuals or groups that were not in favor of their policies. Common Tendencies Since Mussolini and Hitler were regarded as friends they were prone to show similarities in their actions. In some of their actions however the two lacked straight forwardness and tended to be some aspect of distrust. Germany and Italy both left the League of Nations, the former in 1933 while the latter – incensed by the imposition of sanctions by the league after invading Ethiopia – left in 1939. This shows how closely the two leaders influenced the behavior of one other. The attempt to try and occupy Albania by Mussolini had been noted as being synonymous with Hitler’s invasion and later occupation of Czechoslovakia and Austria. This attempt, unlike that of Hitler, did not bear any fruit as the Italian forces were defeated and forced to withdraw from Albania. The foreign policy of the two dictators were therefore similar to a greater extend but the political and military might of Germany was far much superior compared to that of Italy. It is for this reason that analysts were concerned that Mussolini was in fact simply a puppet of his comrade. The foreign policies of Mussolini and Hitler were meant for the achievement of power and status. There were both in favor of the expansion of their empires. To achieve this purpose the dictators employed force and diplomacy. For instance in 1935 take over of Ethiopia, Mussolini had to use force. Similarly Hitler had to threaten with the use of force in order to occupy Austria. In this way the two dictators exhibit the same manner of approach in an attempt to gain power. In brief the two fascist dictators were cut in the same cloth (Trifkovic 1993). There character though seemed to show some variation it was nonetheless the same. Everything that the two dictators did could be brought down to the thirst for power. This was mostly accomplished through wars. The Wars The civil war in Spain that lasted for three years saw the exhibition of new weapons and brought to the fore rivalries between the nations. The war simply showed who is who in the world. There were democracies on one hand comprising of countries such as Belgium, Britain, France and Holland. One the other hand there were the totalitarian regimes which included Russia, Italy and Germany. The might of these nations was to be exhibited in Spain during the civil war. Countries such as France and Britain however did not want to get involved in the crisis and therefore kept off the battlefield. This war was therefore fueled by external forces with little participation of internal forces. In participating in the war, Mussolini was acting against the will of a significant number of Italians. The war was not popular with the majority people since it was simply meant to quench the thirst for power of an individual. Mussolini wanted to have another dictator to join in Europe to join him and Hitler. In this endeavor together with Hitler they recorded huge success after General Franco won the war. Italy had been reluctant to join the First World War due to domestic policies that favored a liberal stance. By then Mussolini was allied to the socialist party thus held to the principles of the party. He later on changed his mind and joined Hitler’s faction on the battlefield. This angered the socialist party leadership thus resulting to his expulsion from the party. Similarly in the Second World War Mussolini was reluctant to join his friend as he was unsure on which side to fight. He was later to make up his mind after he had witnessed the progress in the war. Despite the fact that Hitler was more successful in war compared to Mussolini, the wars kept their relationship close and tight. The invasion of Italy to both Greek and Ethiopia – the former due to the supposed killing of her soldiers while the latter just a revenge mission on an occurrence that happened many years back – led the country to face sanctions from the League of Nations. This was very disagreeable to Mussolini thus making him withdraw from the league. He, just as his friend Hitler had come to the realization that the league could not stand on the way to acquisition of colonies. In order to understand the two leaders one has to place their actions in their respective context. It was the time when the nation’s exalted wars and there was much honor and prestige in conquering another nation. The philosophy of the time was mostly in the favor of the Germanys. This is notably Fred rich Nietzsche whom it is said to have influenced both Hitler and Mussolini with his idea of the superman. This idea was later to become the obsession of Mussolini. He wanted everyone to believe that he had extraordinary qualities. In his approach to many issues and problems that faced his country, Mussolini lacked a realistic approach. Betrayal In one way or another friendship between Mussolini and Hitler has not been smooth running. There have been ups and downs; sometimes they did cooperate while other times the two were totally on different paths. In most cases Mussolini was the victim of the betrayal as he was the lesser of the two in the relationship. In the Pact of Steel for instance the two were to stand by one another in case one declared war on another country. This was not to be as Italy was reluctant to join Germany in its attempt to invade Poland; an incidence that caused the Second World War (Trifkovic 1993). In failing to join his friend in war despite the deal that had been made earlier on, Mussolini was declaring his independence. There is also the possibility that the army was not prepared to fight at the time. The failure to abide by the Pact of Steel can also be as a result of the feeling that Hitler was opportunistic. His military was in fact more aggressive compared to that of Italy. This meant that Italy will serve as the puppet to be manipulated by Germany. Considering the character of both Mussolini and Hitler, none would be willing to accept such a demeaning position. Even with the apparent friendship between Mussolini and Hitler, the latter was said to have recommended Hitler for excommunication to the pope. This action, considering the closeness of the two, had two implications; one is that in essence it sounds factual and quite obvious. On the other hand it is shocking for the suggestion to come from ones friend. The two had cooperated in many things and continued to do so. In fact when everyone else seemed to turn his back against Mussolini, it is Hitler that came to his rescue. The incidence is therefore quite shocking as it is interesting. For no one really knew the true character of these individuals. Not even there closest friends. Nevertheless the two did cooperate in many spheres of life. If it were not for the support of the Germany military, then Mussolini will not have achieved some of the victories that were pegged to his name and regime (Cassels 1963). The most significant aspect of the relationship is the rescue that was carried out by the German soldiers. Mussolini having been arrested and imprisoned in the mountain top; it took the world by storm to see that the German soldiers were able to rescue him (Trifkovic 1993). This was a true display of friendship between Hitler and Mussolini. In fact after the rescue Mussolini was reported to have anticipated his friend’s assistance. Likewise Hitler could not afford to do nothing considering that the friend has been kept in prison. Conclusion It is apparent that for anyone to effectively discuss the actions of Mussolini he will not avoid to mention Hitler. The two cooperated in a number of ways and in carrying out the affairs that badly affected the world. Among the things that fascinated the two principles were war and the military. The obsession with both the military and war made them to always show up in the public in full military uniforms. Nothing however is more notable of the two than their thirst for power. It is primarily for the want of excessive power that the two Fascist dictators saw a similarity in one another bringing them closer together. Even though Mussolini had pioneered in totalitarian leadership, it is Hitler that perfected the practice. He learned from the failures of Mussolini thus able to avoid the pitfalls. In brief, the relationship between Mussolini and Hitler had been a friendly one till when death set them apart. How to cite Mussolini’s Relationship with Hitler, Papers

How the family changed over time free essay sample

How the family has changed over time? The institution of the family has changed dramatically over last 50 years and the main sociological perspectives, functionalism, Marxism, feminism and interactionism have described this changes in terms of family structure, divorce rates, marriage rate and gender roles. Defining family in Britain is problematic as until 1960’s few sociologists questioned the importance of the benefits of the family. Family is a group of people living together related by blood or marriage who support themselves economically and emotionally. It was assumed that the family was evolving with the change in Britain. From the 1960’s , with increasing divorce rates, living together before marriage, single parent families, one person households , separation and migration, family traditionally seen as nuclear (based on two adults and children) became harder to define. Sociologists have concluded that the family has become harder to define in the more traditional sense. A family can now consist of any group of people living together and/or bringing up children. We will write a custom essay sample on How the family changed over time or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This could separate due to divorce and another family created through remarriage or cohabitation, with the introduction of step children or children born to the new parentage resulting in another family unit although the first one still technically exists. There are two basic types of family structure: extended and nuclear. Functionalists say industrialization changed the function of the family. In pre-industrial society the extended family was most prevalent. Families lived and collaborated in engendering goods and crops to live from, taking the surplus to market. In industrial society, the nuclear family becomes ascendant. Status for an individual in pre-industrial society was ascribed. Talcott Parsons (1956) presumed that in industrial society an individuals status is achieved by their prosperity. The nuclear family is the best way to achieve prosperity as individuals. Family structure adapts to the changing circumstances. Changes in economic, political, and moral approach led to the transformation of the family structure. Postmodern times in which we live in a time of tolerance, emancipation of women, legalization and acceptance of homosexual relationships. All these changes meant that more and more people moved away from the traditional model of the family, universal fifty years ago. Statistics indicate an increasing number of households about 9. 2 million since 1961 but that is due to the increase amount of the divorce, migration, remarried people, single people and increase in length of life. At the same time the increase amount of households decreased their size and the average number of children due to widespread access to the contraception, abortion, aging population and costs associated with children’s maintenance. More women are also delaying having children because they focusing on work and education seeing role of the mother as a barrier. It is related to ‘child centric’ model of the family, which learn society to treat children’s as the most ‘precious’ , whom one must completely conform their lives to them . Most mothers deciding to give a birth at age 30-34. Although, life style changes have also caused decrease in married couples amount which is also related to religious approach, because from 1981, when only 49% of all marriages were civil marriages, at 2010, already 68,2 % of all marriages where civil marriages. However, married couple are still the most common type of the family. The functionalist view of the role of the family in society is that it maintains social order for benefits of all. The family is a tool for primary socialization and a key social institution in sustaining the value consensus (Harambolos 2008).Murdock (1949) claimed that family was universal. It is defined as a social group characterised by common residence, economic co-operation and reproduction. A family lives in the same home, has economic co-operation usually through the division of labour where the man will take on the instrumental role and provide for the family while the woman will adopt the expressive role and take care of the home and family members. Unfortunately, that’s the most common image of division of labour for as much, men, are more likely to help at housework or child care presently, it still seen as a responsibility of women. Marxists would contest this viewpoint, arguing that the division of labour is capitalist dogma used to control the labour force and stop them from developing class consciousness. Marxism looks at the methods of control of the ruling class (bourgeoisie) in determining the way society is organised. The family is seen as part of the structure of society and is one of a number of social institutions which helps maintain the capitalists system. Marxists state that it is the requirements of the system that has come to shape the family in modern societies. From this perspective view, society revolves around the infrastructure and social superstructure. The family helps to maintain this system. Friedrich Engels (1884) provides a basis for the Marxist view of the family were strongly linked to the evolution of the capitalist system. He also explored the concept of monogamy and argued that the monogamous nuclear family developed with the emergence of private ownership of the ‘means of production’. Engels stated that this system is maintained by the socialisation of capitalist social norms and values. Marxists do not see this as benefitting the family at all, only the system, and therefore this helps support their theory that family exists as a largely negative institution. Both of these sociological perspective see the role of the family in the opposite way, but in the meantime both of them describing family as a unit of socialization. On the other hand functionalists assume that the family is a positive and beneficial institution in which family members receive nurturing, care and unconditional love which helps keep society functioning well. However, this is not always the case, when it comes to domestic violence, divorce and child abuse. All couples and families who were nuclear families or had potential to be were being ruined each day, providing that the functionalist’s view of a beneficial family was much overestimated. In comparison, Marxists state that family helps to maintain class differences in society as the rich can afford to give their children a better start in life than the poor, such as. pay for a better education, and get them a good job either in their own business or their friends business. Marxists believe the family socializes the working class to accept that it is fair that the classes are unequal. A different view on the family, presented by Feminists, focuses also on socialization but sees its effects in division of labour and gender role stereotyping. They states that family is bad for women. Girls and boys learn their different gender roles within the family through socialization. Girls copy their mothers, doing housework, whilst boys copy their fathers, doing DIY. They then learn that this is how male and female roles should be. Feminists believe that the family is male dominated- the term for this is patriarchal. Their theory is still relevant nowadays, because although more women are having careers it’s still expected from them to take care of children’s and home. Perceptions of roles is so deeply rooted in society that, despising the false image of a woman liberated, having range of capabilities which can freely pursue her dreams when in the end ,is still required from her to perform, in the meantime, the role of housewife. In contrast, interactionist state that the family assists in the construction of the identity for the social individual and looks at the society at a micro scale. In this perspective the family, through interaction helps the social individual to understand ‘self’ when feminists could argue that vision of how one should look like and behave originates from socialization. They also believe that family helps the social individual identify her/his social role without considering how institutions, class conflict and gender stereotyping influence on creation of those roles. In Great Britain the family is built on the concept of marriage with children had a very well-established position but during last century divorce rates increased 200%. Which is also reflected in the number of separations reported annually by 150,000 to 200,000 pairs per year. Some researchers place the cause of increased divorce on higher expectations (Fletcher, 1966). And given the rates of remarriage it is not the institution of marriage, or the ideology picturing lifelong happiness that is rejected, but an insufficient partner. (Denny1984) regards western style marriages based on romantic love as fragile because they are only held together by emotional ties. Another reason why divorce rates increased is that now considerably less social stigma and blame is attached to divorce. One of the main reasons for this phenomenon are changes in divorce law making it much easier to divorce now then for example 50 years ago. Statistics show that the number of children in divorcing couples declined from 153,000 to 104,000. However, this data does not take into account cohabitating couples whose separation is not recorded. The amount of cohabiting couples has increased significantly in recent years. In the majority of relationships still the most important are children’s. The average time spent with children nowadays by mothers is 2h 32 minutes and by fathers 2h 16 minutes when 50 years ago that that was only 25 minutes per day for both parent. Currently fathers are more involved in bringing up children, and the belief in the society that children are an extension of us and their success is our success modernized power image of the families. Is widely spread on the increasing number of single fathers to 178,000 from  60,000 from 1670. This shows how evolved the role of the father in the family. Increasingly, we find also reconstituted families where the connection partners cohabitation or marriage jointly raise children from a previous relationship. That happens because of the increased amounts of divorce and remarriage trends. Humans as far didnt create any more successful structure than fami ly. But is nowadays family a well-functioning institution ? Very big influence on how present family looks like has mass media which are creating image how does family should look like which society is fallowing. Traditional family model become a consumption unit which glorifies children and parents are responsibility to make them happy and fulfill their all desires. All values and norms changed dramatically over time and people lost respect to institution like marriage. In conclusion family is still a basic part of the society but it evolved creating new forms of it. References: Haramolos, M Holborn, M (2008) 7th Ed. Sociology, themes and perspectives, Harper Collins: London Scott,J. Marshall, G (2009) Oxford dictionary of sociology , Oxford University Press: Oxford

Those Evenings free essay sample

â€Å"Come on. No fair,† said John. â€Å"You guys always win!† â€Å"John that’s what happens when you don’t guard your flag,† I said. â€Å"Fine then, we QUIT!† This would an example of a typical Tuesday evening. After school on Mondays and Tuesdays, I head over to John and Kate’s. As soon as I walk through the door Kate suffocates me with her bear hugs. She’s strong for a five year old. I make my way into the family room where I pry John away from the TV. When you’re six, going on seven, you have to keep up on the latest Pokemon episodes. Soon afterwards, the door bell rings about 50 times without pause. I know exactly who it is. â€Å"LUKE!† said John. Sure enough, Luke and his sister Olivia come rushing in with only one thing on their minds. Hide and Seek Capture the Flag. You’re probably wondering what in the world is that? It is a game I made up. We will write a custom essay sample on Those Evenings or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It’s like Capture the Flag, but instead of two bowling pins set on each side of the gym, we use bike helmets hidden in the yard. Soon, I am surrounded by kids and there is nowhere to go. I look to my left and then to the right. â€Å"Alright!† I say. I look down at their tinny little munchkin faces. â€Å"We can play, but only for a little bit.† At first I’m not really in the mood to run around. I’ve just had a long day at school and I’d really like to get a head start on my homework, but as soon as the game gets started, it’s hard not to get engrossed. I find myself doing ridiculous victory dances whenever my team finds a helmet or tags the enemy. After a good hour or so, I sit down on the porch step and watch them play. Capture the Flag Hide and Seek in reality is just a silly game used to keep the John and Kate entertained. After a couple of weeks I can see changes in the John’s behavior. He used to be the worst sport. John was always the first one to cry about losing. Now he is congratulating the opposing team. Kate knows that she can be just as fast as the boys. They work together instead of against each other, even if that means teaming up on me for an extra treat. Was it because of a silly game or are they just growing up. Maybe it’s both. Next fall I will be leaving for college and I am going to miss Monday and Tuesday evenings.

Roman Plebeian Tribune Definition

Roman Plebeian Tribune Definition The Plebeian Tribune- or tribuni plebis- is also known as the tribune of the people or the tribune of the plebs. The plebeian tribune had no military function  but was strictly a powerful political office. The Tribune had the power to help the people, a function called ius auxilii. The body of the plebeian was sacrosanct. The Latin term for this power is sacrosancta potestas. He also had the power of the veto. The number of plebeian tribunes varied. It is believed there were originally only 2, for a short time, after which there were 5. By 457 B.C., there were 10. The Plebeians Secede The office of plebeian tribune was created in 494 B.C., after the First Secession of the Plebeians. In addition to the two new plebeian tribunes, the plebeians were allowed two plebeian aediles. The election of Plebeian Tribune, from 471, after the passage of the lex Publilia Voleronis, was by a council of plebeians presided over by a plebeian tribune. When the plebeians seceded in 494, the patricians granted them the right of having tribunes with greater power than the patrician tribal heads. These tribunes of the plebs (plebeian tribunes) were powerful figures in Romes Republican government, with the right of veto and more. A patrician, Claudius Pulcher had himself adopted by a plebeian branch of his family so he could run for the office of plebeian tribune under the plebeian name of Clodius. Source A Companion to Latin Studies, by J.E. Sandys

Basic Information About Maps

Basic Information About Maps We see them every day, we use them when we travel, and we refer to them often, but what is a map? Map Defined A map is defined as a representation, usually on a flat surface, of a whole or part of an area. The job of a map is to describe spatial relationships of specific features that the map aims to represent. There are many different types of maps that attempt to represent specific things. Maps can display political boundaries, population, physical features, natural resources, roads, climates, elevation (topography), and economic activities. Maps are produced by cartographers. Cartography refers both the study of maps and the process of map-making. It has evolved from basic drawings of maps to the use of computers and other technologies to assist in making and mass producing maps. Is a Globe a Map? A globe is a map. Globes are some of the most accurate maps that exist. This is because the earth is a three-dimensional object that is close to spherical. A globe is an accurate representation of the spherical shape of the world. Maps lose their accuracy because they are actually projections of a part of or the entire Earth. Map Projections There are several types of map projections, as well as several methods used to achieve these projections. Each projection is most accurate at its center point and becomes more distorted the further away from the center that it gets. The projections are generally named after either the person who first used it, the method used to produce it, or a combination of the two. Some common types of map projections include: MercatorTransverse MercatorRobinsonLambert Azimuthal Equal AreaMiller CylindricalSinusoidal Equal AreaOrthographicStereographicGnomonicAlbers Equal Area Conic In-depth explanations of how the most common map projections are made can be found on this USGS website, complete with diagrams and explanations of uses and advantages to each. Mental Maps The term mental map refers to the maps that arent actually produced and just exist in our minds. These maps are what allow us to remember the routes that we take to get somewhere. They exist because people think in terms of spatial relationships and vary from person to person because they are based on ones own perception of the world. Evolution of Maps Maps have changed in many ways since maps were first used. The earliest maps that have withstood the test of time were made on clay tablets. Maps were produced on leather, stone, and wood. The most common medium for producing maps on is, of course, paper. Today, however, maps are produced on computers, using software such as GIS or Geographic Information Systems. The way maps are made has also changed. Originally, maps were produced using land surveying, triangulation, and observation. As technology advanced, maps  were made using aerial photography, and then eventually remote sensing, which is the process used today. The appearance of maps has evolved along with their accuracy. Maps have changed from basic expressions of locations  to works of art, extremely accurate, mathematically produced maps. Map of the World Maps are generally accepted as precise and accurate, which is true  but only to a point. A map of the entire world, without distortion of any kind, has yet to be produced; therefore it is vital that one questions where that distortion is on the map that they are using.

REPORT-Telsa Motors Essay Example | Topics and Well Written Essays - 4000 words - 1

REPORT-Telsa Motors - Essay Example It must also look for strategies that are sustainable, acceptable and feasible when seeking to maintain a competitive edge in the industry. Other companies are also making good use of the stable social attributes that meet the core demands of the society through the development of new strategies while reinforcing the present one. Franchising would be a good idea for its new European market as well as using stability strategies in the new markets. Diversification will provide Tesla with the needed understanding of the market and an opportunity to come up with new means of creating a stable cash flow. The automotive industry has been growing at an exponential rate given the increased globalisation. Financial developments have also made it easier for people to afford cars from different dealers. This has allowed them to make better choices in meeting their main demands, as well as allow the growth of the society based on their purchasing power. Ideally, the industry has also been a big boost to the growth of the economy. This means it has had different encounters with a variety of forces such as the political, social, economic, legal, technological and the main attributes that assist the companies to develop better from a global perspective. Of greater importance in this report is the Tesla motor company. This will be reviewed based on its external and internal environments, strategic positioning and PR. Any company that wishes to grow its profitability and market share must be willing to conduct an audit of its services in a variety of departments to effect changes where need be. It is important to note that the automotive industry is one of the fastest growing industries in the world. Globalisation has played a key role in making companies expand their reach across the globe. The aspect of outsourcing has also played a huge role in meeting the main demands of these

A winning marketing campaign Essay Example | Topics and Well Written Essays - 1250 words

A winning marketing campaign - Essay Example With its headquarters in Spain, Zara has managed to establish stores in over 80 countries a clear indication of how big their fashion reach is. From 2007, Zara stores have embraced wide range of men, women and kids clothing each divided into various categories such as upper garment, lower garment, cosmetics, shoes, complement among many new arrivals (ZARA). Following the emerging trend with regards to men’s collection, Zara will be launching a new collection of jackets for men. Fitting the 7p’s of marketing as well as an effective promotional strategy a winning marketing campaign for the new product will be embraced by the marketing team with an aim of creating awareness of its launch and producing the anticipated profits for the brand. Focusing on three key objectives which are, presenting the relevant information for the new product to be launched, increasing the demand for the product and differentiating the product from other brands, the best promotional tools to be used will be advertising and public relations. Advertising is referred to as a form of paid promotional tool whereby a non-personal communication is used in order to reach the targeted audience (Hackley, 2010). For an organization that operates on a global platform advertising is a significant promotional tool as it creates awareness of the products much faster. The benefits of using advertising are numerous. To start with advertising promotes wider coverage depending on the medium used, it promotes a better branding perception, it offers an efficient audience engagement and also it is informative (Masterson, 2010). In this case as the marketing team, we will use the internet, newspapers, magazines, television and also billboard posters in the brand countries bases in order to inform and persuade the men customers, who are the targeted audience for the new collection. The internet

Reading in the English Literary Heritage-response to Shakespeare Essay Example for Free

Reading in the English Literary Heritage-response to Shakespeare Essay Write an essay, which focuses on the character of Lady Macbeth as presented in act five, scene one and the scenes leading up to the murder of King Duncan. In act five, scene one the audience sees one of the many facets of Lady Macbeths complex character as she is seen to be sleepwalking, while being carefully observed by her waiting gentlewoman and a doctor of physic. Her gentlewoman introduces this deranged behaviour, when she says, Lo you, here she comes. This is her guise and, upon my life, fast asleep. There are many possibilities to be explored that could be found to be the impetus bringing Lady Macbeth to sleepwalk. The first being that in Shakespeares time a person found to be sleepwalking meant that evil spirits and demons possessed them. Lady Macbeth played a forceful role in the scheming, leading up to the murder of Duncan and was heavily involved in the event itself. In act two, scene two; exasperated with Macbeth, Lady Macbeth takes the daggers to smear Duncans blood on his servants faces. The sight of Duncans blood has had a profound effect on her and in act five, scene one this becomes apparent when she says in her sleep, Yet who would have thought the old man to have had so much blood in him. In saying this line she is remembering and reflecting on the moment of when she placed the bloody daggers next to the guards. She is thinking about how much Duncan bled. The image of Duncans blood on the daggers and on her hands has stuck in her mind and is plaguing her thoughts, so much so that she is desperate to be cleansed. The crime is lying very heavily on her conscience and her heart and she longs to be cleansed of the blood, which is symbolic of her guilt at the deeds she has committed. While in a frantic, frenzy she says, Out damned spot! Out, I say! Whilst delivering this line, Lady Macbeth excessively rubs her hands in a washing motion. Although this is not a stage direction in the play, it is implied by the gentlewomans line, It is an accustomed action with her, to seem thus washing her hands. This action of Lady Macbeth suggests that her conscience and imagination are deceiving her causing her to have an illusive image of her hands covered in blood. She is trying to erase herself of the guilt she now feels at murdering Duncan. Although in Act two, scene two Lady Macbeth, says to Macbeth, A little water clears us of this deed. By this she means that with water the blood will wash off and they can forget that the murder ever happened. However, in act five, scene one she is distressed because she cant get rid of the vision of blood and the feeling of guilt. She says, What, will these hands neer be clean? This rhetorical question is almost a statement from Lady Macbeth in a state of desperation questioning whether she will ever be able to be rid of the guilt at what she has done. All throughout this scene Lady Macbeth is in a state of mental turmoil and most of her deepest, most private thoughts and feelings are revealed. Subtly this illustrates how men and women in Shakespeares time had vastly different roles. Lady Macbeth has no one to talk to with a head full of anxieties, regrets and confusion. She is isolated and alone. Her thoughts about the murder and how distant Macbeth has become are driving her mad, which is manifested by her sleepwalking. Whereas Macbeths fears are displayed in act three, scene four at a banquet, when Macbeth is unnerved at his minds illusion of Banquos ghost. These feelings of Macbeth are shown at an extremely public event, a banquet surrounded by all his lords and important men in society. However Lady Macbeths fears are revealed in the private setting of her bedroom. She has to be much more conservative than Macbeth as it is her role to be publicly stable. Macbeth is permitted to expose his true sentiments, because he is king and furthermore because he is a man. In the time before the murder, Lady Macbeth loved life and she and Macbeth had the perfect partnership. They saw each other as equals and were both ambitious and secure in their relationship and their position in society, although Lady Macbeth was continuously striving for more. Despite all this, after the murder they have drifted apart. They no longer control things together and the emotional distance between them means Lady Macbeth fears what her tyrant husband will do next because she feels she no longer knows him as she once did. Evidence of this can be found in the fragmented language she uses when sleepwalking, that echoes her own and Macbeths words about past murders: Duncan, Lady Macduff and Banquo. Her tortured imagination peregrinates over past conversations she has had with Macbeth. At first she ponders on the murder of Duncan, One, two. Why then tis time to dot. Which is referring to what Macbeth says to her in act two scene two, just before he goes to carry out the murder, I go and it is done. The bell invites me. Then she turns her attentions to the murder of Lady Macduff and her children, she says, The thane of Fife had a wife. Where is she now? Following this she relives what she says to Macbeth at the banquet in reassurance to convince him that he cant see Banquo. Banquos buried; he cannot come out ons grave. However, Lady Macbeth continuously goes back to the murder of Duncan, which implies that compared to the other murders she was most affected by it. This is because she was heavily involved so it was when her state of mind and all the different aspects of her life changed suddenly and dramatically. Repeatedly Lady Macbeth restates lines that she said to Macbeth in a desperate attempt to re-establish the connection that she and Macbeth once had. As Macbeth no longer seems to exist for her, she has become extremely isolated and in saying lines such as, Come, come, give me your hand. She is yearning for the security of her own marriage. While sleepwalking, Lady Macbeth carries with her a candle. As suggested in her gentlewomans line, She has light by her continually, tis her command. Lady Macbeth is frightened of darkness and always needs the security of light around her. This may be because Duncans murder was committed at night in darkness and she is frightened of his ghost or of being murdered herself in darkness. However it is a strong contrast to the start of the play, Act 1 Scene 5 where she pleads for darkness, so she and Macbeth can murder Duncan. Come, thick night, and pall thee in the dunnest smoke of hell, that my keen knife see not the wound it make. It is also a contrast of the personality and state of mind of Lady Macbeth; at the beginning of the play she is a strong, confident, motivated and ambitious woman and the driving force behind Macbeth. However as the play develops she becomes less assertive, and more unsettled. Lady Macbeth thought that once the murder of Duncan was accomplished and completed, it would be finished and she and Macbeth would become successful rulers of Scotland. She reflects on this thought in act five, scene one, by saying, Who knows it, when none can call our power to account? Nevertheless only one part of this dream of the future has come to life and that is that she and Macbeth are rulers of Scotland. Duncans murder was far from the end of that series of events for Lady Macbeth; instead it has provoked lots and changed everything. The sleepwalking portrays this and shows that she is unsettled, maybe because of her unfulfilled dreams. The audience is shown another feature of Lady Macbeths character in act five, scene one. Her sentiments are expressed with a simplistic use of language, with the use of prose as opposed to verse. For example, Heres the smell of blood still; all the perfumes of Arabia will not sweeten this little hand. O, O, O. This uncovers what Lady Macbeth is truly feeling in her heart and head. Her human emotions are also demonstrated about her regret at the amount of bloodshed, and the audience sees her as not just a manipulator but as scared, vulnerable and confused woman. Her gentlewoman says in sympathy for her, I would not have such as heart in my bosom for the dignity of the whole body. The presence of the doctor and the waiting gentlewoman add to the effectiveness of this scene by the way they react to what Lady Macbeth is doing and saying. When the doctor realises what Lady Macbeth is reliving and saying about the murders he is unsure, horrified and cant make sense of it. Whereas the waiting gentlewoman already knew about the murders from Lady Macbeths sleepwalking in the past and she knows she could be in serious trouble if the doctor tells anyone what he has discovered. She says to the doctor, Neither to you, nor anyone, having no witness to confirm my speech. However the doctor and the waiting gentlewoman are both innocent onlookers on the situation and have mixed emotions. Whereas they are both horrified at what they hear, they cant make sense of it and feel pity for Lady Macbeth and how troubled she is. The doctor says, My mind she has mated and amazed my sight. And, The heart is sorely charged. This all adds to the effectiveness of the scene because it shows a normal persons reaction to what has happened to Lady Macbeth, which also shows a contrast to the audience between her uneasy and almost insane character and that of a sane, rational person. This enhances Lady Macbeths character for the audience. Further more when the doctor says, This disease is beyond my practice. More needs she the divine than the physician. There is a feeling of sadness and sympathy from him. This provokes the same feelings from the audience. In the first half of the play the audience saw Lady Macbeth as a strong, female character, (relative to Shakespeares times) and now they see that she has a tyrant of a husband, who has no conscience and she is bearing all the guilt of their actions for both of them. I believe that Shakespeare wanted to affect the audience in this scene and make them have some sympathy for Lady Macbeth. The dramatic function of the presence of the doctor and waiting gentlewoman in this scene is to narrate to the audience the scenes events and explain to them what is happening. The doctor gives detailed descriptions of what is happening, for example, Look how she rubs her hands. It is then the waiting gentlewoman who commentates further and emphasizes the events, and also adding some further information, beyond the scene, such as, It is an accustomed action with her, to seem thus washing her hands; I have known her continue in this a quarter of an hour. This gives the audience additional information about the events, which increases the effect of the scene because it is delving into the reasons of Lady Macbeths increasing uneasiness. One could consider that Shakespeares dramatic purpose of placing this scene at this point in the play is to show the transformation and variation in Lady Macbeths character. Prior to this scene in the play the audience sees Lady Macbeth as a strong, ambitious, female. Throughout act five, scene one Shakespeare reminds the audience of the past events leading up to the murder of Duncan and how Lady Macbeth has come to be so disrupted, unsettled and disturbed. The scene summarizes previous events, while also depicting Lady Macbeths state of mind to the audience and showing the transformation of her character. Act five, scene ones dramatic purpose is to be in a position to be able to be a conclusive scene of the beginning of the plays events, before moving on to the downfall of Macbeth. The opening scene of the play grabs the audiences attention as three witches appear on stage. The witches would have scared an audience in Shakespeares times because they was a strong belief in superstition but nowadays it takes a lot more to scare an audience. In act one, scene one; briefly the witches arrange a meeting with Macbeth on a heath. When shall we three meet again? In thunder, lightning, or in rain? To which the reply is, Upon the heath. There to meet with Macbeth. In act one, scene two Macbeth is instantly introduced as a heroic, strong character by the Captain of a battle, in which Macbeth defeats the rebel enemy Macdonald, personally killing him against the odds. For brave Macbeth-well he deserves that name-disdaining fortune, with his brandished steel, which smoked with bloody execution. Reflecting on this King Duncan sentences a traitor, the Thane of Cawdor and awards this title to Macbeth. No more that Thane of Cawdor shall deceive. Go pronounce his present death and with his former title greet Macbeth. What he hath lost, noble Macbeth hath won. The witches are re-introduced to the audience in act one, scene three, this time on the heath in foul weather, which serves to increase the dramatic effect. They are waiting for Macbeth to come. The witches are evil women, who plan to use their power. As they wait for Macbeth they plot to torment a sea captain whose wife has tormented them, by describing terrible things, which makes the start of the scene quite violently disturbing, with a threatening atmosphere. Macbeths arrival is signalled by a drum, A drum, a drum; Macbeth doth come. Says the third witch. As Macbeth enters for the first time in the play, with fellow warrior Banquo, his initial words are, So foul and fair a day I have not seen. Immediately this establishes a connection between Macbeth and the witches, as their lines in the opening scene were, Fair is foul, and foul is fair. Also the witches are called the weà ¯Ã‚ ¿Ã‚ ½rd sisters, and in Anglo-Saxon mythology, weà ¯Ã‚ ¿Ã‚ ½rd sisters were the goddesses of destiny who predicted the future. When Macbeth and Banquo enter they are puzzled as to what these beings are with such a revolting appearance, Banquo describes them, So withered and so wild in their attire, that look not like thinhabitants othearth. Each at once her choppy finger laying upon her skinny lips; you should be women and yet your beards forbid me to interpret that you are so. What happens next is very significant for the rest of the play. The witches prophecy about Macbeth and his future and then at his request, Banquo, All hail Macbeth, hail to thee, Thane of Glamis. Thane of Cawdor. That shalt be king hereafter. They predict that Macbeth will have these titles and that Banquos descendants will be kings, but he himself will not. Thou shalt get kings, though thou be none. Then refusing to answer Macbeths questions the witches vanish in front of Macbeth and Banquo, leaving them shocked, bewildered and discombobulated. The witches come to Macbeth at exactly the right moment and place to shock him. He is fresh from the killings at the battle and his raw ambition is hungry for greater things. The witches introduce these things to him by speaking his innermost thoughts and tempting him with his own aspirations and predilections. Macbeth and Banquo are both left to reflect on what the witches have just said to them and to try to make some sense of it when Ross enters, telling Macbeth of his new title, Thane of Cawdor, He bade me, from him, call thee Thane of Cawdor: In which addition, hail most worthy thane, for it is thine. This shocks Macbeth, as he says, almost accusingly, Why do you dress me in borrowed robes? Then, later in the scene three, Macbeth exposes his initial thoughts in an aside to the audience about the witches prophecy and how there moral implications have affected him. Macbeths mind is in turmoil, as he battles with his conscience and his desires over how he should behave in response to the witches prophecy. He is disturbed and horrified at the thought of killing Duncan, as they have great respect for each other, but he desperately wants to become king, that is his deepest ambition and desire, Why do I yield to that suggestion, whose horrid image doth unfix my hair and make my seated heart knock at my ribs against the use of nature? However he resolves with himself to accept the future and the changes it will bring, If chance will have me king, why chance may crown me without my stir. Whereas Banquo uses the imagery of clothes to elucidate Macbeths, rapt. He says, New honours come upon him like our strange garments, cleave no to their mould, but with the aid of use. During act one, scene four, Duncan reveals and announces that his own son, Malcolm is to be heir to the throne. This irritates and appalls Macbeth; if Duncan had not named Malcolm as his heir, the thanes would have elected the next king after Duncans death, and as Macbeth is a honoured warrior, there was a possibility he would have been elected. The audience sees another facet to Macbeths character when in an aside he says about his annoyance, That is a step on which I must fall down, or else oerleap, for in my way it lies. Stars, hide your fires, let not see my black and deep desires, the eye wink at the hand. These lines really seal Macbeths evil intentions and it is maybe what makes him decide, definitely that he will be king, whatever the consequences are for others and him. When the audience first sees Lady Macbeth in act one, scene five, she is reading Macbeths letter in which his meeting with the witches is described to her, They met me in the day of success, and I have learned by the perfectest report they have more in them than mortal knowledge. In reading the letter further, Lady Macbeth learns of the witches prophecy and that the first, that Macbeth will become Thane of Cawdor has been fulfilled almost right away. Previously Macbeth has demonstrated his disgust at the thought of the murder of Duncan and the consequence and repercussions it would have. After reading the letter Lady Macbeth reinforces these emotions and thoughts by saying in her first soliloquy, Glamis thou art, and Cawdor, and shalt be what thou art promised. Lady Macbeth knows her husband is ambitious and passionate about his dreams of kingship, but she also knows and feels that he is too fair and conscientious about what is wrong and what is right. She says, I do fear thy nature it is too full othmilk of human kindness to catch the nearest way. We know Lady Macbeth and Macbeth are great partners, who share everything, and know each other inside- out, and this is confirmed in Macbeths letter when he refers to her as, My dearest partner of greatness. However, taking this into account Lady Macbeth realises that to become queen of Scotland and to realise her own and Macbeths dreams she will have do or sacrifice anything to get this. She says, What thou wouldst highly, that wouldst holily; wouldst not play false, and yet wouldst wrongly win. Saying this it appears as though Lady Macbeths naked ambition is almost stronger than her husbands. She seems to disregard morals in order to get what she wants and has unbelievably strong willpower and determination. Once she has decided Macbeth will be king, then she starts to introduce supernatural forces and the idea of inviting in evil spirits to help her succeed. That I may pour my spirits in thine ear and chastise with the valour of my tongue. It is when Lady Macbeth is told of Duncans plans to visit the castle that her ambition and wickedness bloom and become very apparent. She knows that this is her chance to seize the moment and facilitate Macbeths future role as king of Scotland. In her second soliloquy she summons up her evil spirits in the form of magic to assist her with her murderous plans for Duncan. She refers to a raven, which is a bird, seen as an evil omen and then she says, Come, you spirits that tend on mortal thoughts, unsex me here and fill me from the crown to the toe top full of direst cruelty; make thick my blood, stop up thaccess and passage to remorse. In saying this, it is clear that she no longer just wants to be an ambitious and dominant woman, her desire is to become evil personified, pitiless and with no sense of morals. She says, Come to my womans breasts and take my milk for gall, you murdring ministers. She is saying that she wants her breasts to be full of poison, rather than the milk of human kindness. Which is what she described Macbeth as having. Lady Macbeth closes her speech with triumph, summoning night, death and hell. She pleads for a disguise for the crime that she and Macbeth will commit. Come, thick night, and pall thee in the dunnest smoke of hell, that my keen knife see not the wound it makes, nor heaven peep through the blanket of the dark. Lady Macbeth almost seems to have changed from an ambitious, forceful woman into an evil woman, harbouring evil spirits and thoughts. However in reality she is still a mortal woman, whose actions will cause her to suffer great consequence and remorse. As Macbeth enters, Lady Macbeth greeting echoes that of the witches. Great Glamis, worthy Cawdor, Greater than both by the all-hail hereafter. This suggests that she now has formed a connection with the dark side and that evil spirits really are deeply entwined in her thoughts and actions. The instant she starts a conversation with Macbeth, she makes it clear what is going to happen to Duncan that night, O never shall sun that morrow see. She is implying in her words that after that night Duncan will never see sunlight again, because he will be dead. Lady Macbeth instructs Macbeth to, Look like thinnocent flower, but be the serpent undert. She makes an analogy, in which she compares Macbeth to be a serpent, which is biblically an evil creature. Then she takes control of the situation and Macbeth with a strong sense of purpose and character that is ruthless, To alter favour ever is to fear. Leave all the rest to me. When Duncan arrives at the castle in scene six Lady Macbeth confidently leads him inside and to his death with a sense of triumph. Your servants ever have theirs, themselves, and what is theirs in count to make audit at your highness pleasure, still to return to your own. However during this time, leading up to the murder Lady Macbeth continuously has to reinforce her plans, courage and strong will onto Macbeth, who shows reluctance in accepting it. At the start of scene seven, Macbeth is seen to be agonising relentlessly with his conscience over killing Duncan and the consequences it will incur. He wrestles with his conscience, saying, If it were done when tis done, then twere well it were done quickly. Then he has a change of heart saying, Hes here in double trust: First, as I am his kinsman and his subject, strong both against the deed; then as his host, who should against his murderer shut the door, not bear the knife myself. This private reasoning continues until, finally Lady Macbeth appears and puts a stop to it. At first Macbeth refuses to do the murder, saying, We will proceed no further in this business. However his efforts are wasted on her as she turns angrily on him and we see her become a manipulating, strong willed woman again. Immediately she turns things around on Macbeth and simply points out that he implied that the murder was the only thing to do. Was the hoe drunk? Hath it slept since? And wakes it now to look so green and pale at what it did so freely? From this time, such I account thy love. She also says that if he is taking back all the things he said, she will assume that that is true about how strongly he loves her. This would hurt Macbeth and also come as quite a surprise as they have such an intense and loving relationship. Then more effectively she torments Macbeth about his masculinity by calling him a coward. Live a coward in thine own esteem. She knows Macbeth well enough to know that will upset him because he is publicly known as a heroic warrior, however it doesnt get the reaction she wants as he points out to her that he is merely a man. I dare do all that may become a man; who dares do more is none. Furthermore Lady Macbeth makes the ultimate taunt to persuade her husband to kill Duncan by saying she would kill their child. I have given suck and know how tender tis to love the babe that milks me: I would, while it was smiling in my face, have plucked my nipple from his boneless gums and dashed the brains out, had I sworn as you have done this. In saying this Lady Macbeth is playing her womanliness against Macbeths manliness by saying she would make the ultimate sacrifice to keep the promise he has made. She makes the point that she once was a mother, and she could remember the overwhelming love she felt for her child, but she would have given it all up to make Macbeth king. Lady Macbeth is also clever in realising she needs to use violent, disturbing, grotesque imagery for Macbeth as a shock tactic to convince him to murder Duncan, as this night is their perfect opportunity. At this point Macbeth offers no resistance to his wifes strength and force over him, as he knows he will not overcome her determination and extreme assertiveness, Bring forth men-children only, for thy undaunted mettle should compose nothing but males. He only questions what should happen if they were to fail, which she replies in an extremely optimistic, self assured and almost over confident manner, Who dares receive it other, as we shall make our griefs and clamour roar upon his death! The plan for the murder is organised and in act one, scene seven Macbeth leaves to complete it saying, almost wearily and sadly, I go and it is done. The bell invites me. Hear it not, Duncan, for it is knell that summons thee to heaven or hell. In act two, scene two, exhilarated by alcohol and anticipation Lady Macbeth awaits her husband to confirm that the murder is done. That which hath made them drunk, hath made me bold; what hath quenched them, hath given me fire. She has drugged Duncans bodyguards, but is afraid that Macbeth may have been too cowardly to carry out the murder. I have drugged their possets, that death and nature do contend about them, whether they live, or die. It is then, when Lady Macbeth reveals her single weakness up until this point, which is why she couldnt or wouldnt murder Duncan herself, Had he not resembled my father as he slept, I had donet. This is another facet of her character shown, as we start to see her humane side exposed and vulnerable. Following this Macbeth returns to Lady Macbeth to say he has completed the murder in a terrible state of remorse and fear of what will punish him of the crime he has just committed. Wherefore I could not pronounce Amen? I had most need of blessing, and Amen stuck in my throat. He is obsessively panicky because he cannot say Amen. It is then, that Lady Macbeth regains control of the situation and transforms into an iron willed woman again in order to hold Macbeth together. She says to him in an ironic and impatient manner, dismissing his hallucinations of a voice crying he had murdered sleep, These deeds must not be thought after these ways; so, it will make us mad. It is then when she sees that Macbeth has brought the bloody daggers back from the scene of the murder that she implicates herself and gets further involved with the murder; Macbeth refuses to return the daggers so she says, Give me the daggers. The sleeping and the dead are but as pictures; tis the eye of childhood that fears a painted devil. If he do bleed, Ill gild the faces of the grooms withal, for it must seem their guilt. From this point onwards Lady Macbeth and Macbeths relationship starts to change as they drift apart emotionally and physically. Their personas are dramatically reversed as Lady Macbeth who was once an iron willed, passionate, ambitious woman becomes extremely deranged and depressed. Her character develops and changes throughout the play as she is transformed from an ambitious, powerful woman to someone is full of regret and with a heart full of foreboding, which lies very heavily on her conscience. Paradoxically, Macbeths characteristics, his strong sense of morals and fairplay and a clear conscience are replaced with a tyrant personality and where little or no remorse at the taking of other peoples lives.

Heart Of Darkness :: essays research papers

The Transformation of Marlow - Conrad’s Explication of Europe’s Colonial Practice in Africa In “Heart of Darkness'; Conrad introduces his protagonist Marlow, his journey through the African Congo and the “enlightenment'; of his soul. With the skilled use of symbols and Marlow’s experience he depicts the European colonialism in Africa, practice Conrad witnessed himself. Through Marlow’s observations he explicates the naiveness of the Europeans and the hypocritical purpose of their travelling into the “dark'; continent. Marlow’s experience in Africa starts with the desire for travel and great journeys to conquer the “blank spaces'; on the map and the naive believe that the mission of the Europeans is to civilize the natives. Marlow’s aunt believes that this voyage is a mission to “wean those ignorant millions from their horrid ways.'; (Conrad, 16). In reality everywhere they went they colonized the land, used the natural resources, and left ruins behind them. Marlow says, “They grabbed what they could get for the sake of what was to be got. It was just robbery with violence, aggravated murder on a great scale, and men going at it blind - as is very proper for those who tackle a darkness. The conquest of the earth, which mostly means the taking it away from those who have different complexion or slightly flatter noses than ourselves...'; (Conrad, 10). With the unfolding of his journey Marlow starts his “enlightenment.'; We can observe his evolution from “everyday European'; to someone who realizes his own naiveness and begins to see the surrounding reality. This is the moment when he witnesses the shelling of the continent, “In the empty immensity of earth, sky, and water, there she was,incomprehensible, firing into a continent. Pop, would go one of the six-inch guns: a small flame would dart and vanish, a little white smoke would disappear, a tiny projectile would give a feeble screech - and nothing happened. Nothing could happen. There was a touch of insanity in the proceeding, a sense of lugubrious drollery in the sight;'; (Conrad, 17). Marlow is watching this occurrence, what to his fellow Europeans appear to be a fierce battle, in his eyes is a senseless destruction. He sees them firing “tiny projectiles'; producing a “pop,'; which symbolically represents the falsity of the European mentality. With that passage Conrad starts Marlow’s realization, and from this point on he begins his separation from the typical Europeans that surround him.

How the Environment Plays a Role in Learning? Essay

During the 1990s, considerable interest has been generated in the design of constructivist learning environments. The promise of these systems to leverage capabilities of technology, empower learners to pursue unique goals and needs, and re-conceptualize teaching-learning practices has sparked both provocative ideas as well as heated debate. Yet, problems in grounding designs within established theory and research are commonplace, as designers grapple with questions regarding epistemology, assumptions, and methods. Problems in implementation and practice are also commonplace, as pragmatic constraints surface and conflicting values emerge. We suggest three key issues that are likely to dominate the constructivist learning environment landscape. Inertia and the Tyranny of Tradition: Old Dogs, New Tricks? Although as educators we espouse support for constructivist approaches to teaching and learning, we continue to rely on familiar pedagogical approaches such as lectures, worksheets, and rote learning practices. At the moment, educators perceive such approaches as more compatible with traditional expectations and methods of student assessment and better supported by existing infrastructures. Stated differently, it is easier and more efficient to maintain current practices than to promulgate approaches for which significant shifts–epistemological, technological, and cultural–are required. (Swef, 2002) In truth, few designers have acknowledged, much less successfully negotiated, the hurdles associated with transforming a highly traditional community of educational practice. Yet, as constructivist learning environments are repurposed to fit traditional classroom practices, mismatched theoretical foundations, assumptions, or methods may result. Instructional methods or assessment practices are often added to (or taken away from) original designs to make them more compatible with classroom pragmatics and constraints. In essence, constructivist pedagogy is applied to attain traditional goals, and the environment becomes an instance of what Petraglia ( 1998) refers to as â€Å"domesticated constructivism† (cited in Karyn, 2003). For instance, a teacher may intend to use a constructivist environment within  a climatology unit to support hypothesis generation, prediction, data collection, and analysis. The environment may also employ powerful visualization tools and complex sets of meteorology databases and resources (perhaps from the WWW) in ways that are consistent with the environment’s constructivist foundations. (Swef, 2002) Yet, as pedagogical methods are considered, they may be tempered by the prevailing cultural values of high standardized test scores and mastery learning of basic skills. Consequently, rather than engage in prediction, interpretation, and data analysis, learners instead search databases to find specific answers to questions established in advance (e.g., find the temperature in San Diego; define the greenhouse effect; what is the coldest day on record in Los Angeles). Pragmatic influences may also intervene. (Karyn, 2003) Activity may be limited to the traditional two 50-minute class meetings per week and conventional tests and assessments of the unit’s meteorology content. Perhaps only a single computer is available, and consequently the teacher chooses to project and demonstrate the tools and resources rather than allow students to define, solve, and collaborate on weather prediction problems. (Zevenbergen, 2008)Learned Helplessness and Learner Compliance: â€Å"Will This Be on the Test?† In typical constructivist learning environments, students establish (or adopt) learning goals and needs, navigate through and evaluate a variety of potentially relevant resources, generate and test hypotheses, and so forth (Oliver, 1999). Teachers clarify rather than tell, guide rather than direct, and facilitate student effort rather than impose their own approaches. For both teachers and learners, these represent radical departures from conventional school-based learning activities. Teachers have traditionally possessed the required knowledge, determined what is correct and what is incorrect, and set and enforced grading standards. (Goodyear, 2001) Students are told what knowledge is required, which answers are correct and which are incorrect, and the standards that separate good from bad students, average from substandard performance, and robins from bluebirds. A pact between teacher and student is tacitly struck and enforced: Good teachers make the preceding explicit and direct student effort accordingly, while good students learn quickly to detect and comply with the standards. Research in the late 1990s on student engagement in constructivist learning environments has underscored several disturbing patterns. Land and Hannafin (1997), for instance, examined how seventh graders used the ErgoMotion (Karyn, 2003) roller coaster micro world to learn about force and motion concepts. Despite numerous and varied features and opportunities for learners to hypothesize, manipulate, and test predictions, many learners failed to either connect key concepts well or internalize their understanding. In lieu of the teacher, and perhaps in an attempt to identify what the system required of them, most relied exclusively on the explicit proxy structure provided by the system. They frequently queried the researchers as to whether or not responses were correct or whether they had â€Å"done enough yet.† Students were dependent on, and sought compliance with, external agents to tell them what, when, and in what order to respond, as well as to judge the quality, accuracy, and completion of their efforts–skills essential to constructivist learning environments. (Kember, 2007)Similarly, numerous compliant strategies in web-based, hypermedia environments were reported among middle school (Oliver, 1999) and adult students. Learners tended to use externally provided questions almost exclusively to navigate the system and find â€Å"answers† to open-ended problems (Kember, 2007). Similarly, Karyn (2003) reported that children attempted to apply traditional strategies to presumably web-based inquiry-oriented learning tasks. They tended to view the activity as finding the correct answer to their research question and â€Å"thus reduced the task to finding a single page, the perfect source, on which the answer could be found†. In these instances, learners invoked methods that do not typically support or promote open or inquiry-based learning–ironically the strategies required for successful performance in formal education. In the late 1990s, constructivists have emphasized the importance of scaffolding learner self regulation and strategic processes to help learners manage the complexity of the environment (Karyn, 2003). It is important to determine how learners use available scaffolds and to adapt accordingly. Without strategies appropriate to student-centered learning tasks, learners may fail to either invoke the affordances of the environment or to develop the strategies engendered by them. The Situated Learning Paradox. â€Å"I Know What I Know.† Although prior knowledge and situated contexts enhance transfer potential (Oliver, 1999), they also engender incomplete, naà ¯ve, and often inaccurate theories that interfere with rather than support learning. Paradoxically, these are precisely the types of thinking constructivist learning environments build upon. Most learners, for instance, believe that heavier objects sink and lighter objects float; their personal experiences confirm this intuitive theory. The resulting misconceptions, rooted in and strengthened by personal experience, are highly resilient and resistant to change. Although personal theories are considered critical to progressive understanding, they can become especially problematic when learners become entrenched in faulty theories to explain events that cannot be tested within the boundaries of a system or fail to recognize important contradictory evidence. (Cunningham, 2008)Learners referenced pri or knowledge and experiences that either contradicted or interfered with the environment’s treatment of the concepts of force and motion (Zevenbergen, 2008). In one case, theory preservation seriously limited the ability to learn from the system. One student failed to either detect system-provided information or seek confirmatory data due to the intractability of his beliefs; he was so entrenched in his beliefs that he failed to seek and repeatedly overlooked counterevidence (Karyn, 2003). In another case, a learner recalled an operator remarking that roller coaster brakes and clamps would terminate a problem run immediately. Consequently, she mistakenly perceived the coaster to be slowing down around curves, falsely confirming her belief that brakes were applied when they were not. Because they were strongly rooted in personal experience and could not is tested using the available tools, faulty conceptions endured. Thus, the completeness of a system’s representation of simulated phenomena is critical because learner’s access related prior knowledge and experiences that may contradict the environment’s treatment of th ose concepts. In sum, several perspectives regarding design of learning environments have emerged in response to interest in alternative epistemologies. Although considerable progress has been made to advance researchers’ understanding, many questions and issues remain. Whereas some studies have identified  problems and issues related to the design and implementation of constructivist learning environments, others have reported noteworthy benefits. It is imperative that efforts continue not only to ground design practices more completely but also to better understand the promise and limitations of constructivist learning environments. References Cunningham, Billie M. (2008) Using Action Research to Improve Learning and the Classroom Learning Environment. Issues in Accounting Education, Vol. 23 Issue 1, p1-30,Goodyear, P., Salmon, G., Spector, J. M., Steeples, C. & Tickner, S (2001) â€Å"Competences for Online Teaching: A Special Report†, Educational Technology, Research & Development, Proquest Education Journals, pp 65-72Karyn Wellhousen, Ingrid Crowther (2003) Creating Effective Learning Environments. Florence, KY: Delmar Cengage Learning. Kember, David; Leung, Doris Y. P.; Ma, Rosa S. F.. (2007) Characterizing Learning Environments Capable of Nurturing Generic Capabilities in Higher Education. Research in Higher Education. Oliver, R. (1999) Exploring strategies for online teaching and learning. Distance Education, 20, 2, Proquest Education Journals, pp 240-54Swef Chiew Goh, Myint Swe Khine. (2002) Studies in Educational Learning Environments: An International Perspective. New Jersey: World Scientific Publishing Company. Zevenbergen, Robyn; Lerman, Steve. (2008) Learning Environments Using Interactive Whiteboards: New Learning Spaces or Reproduction of Old Technologies? Mathematics Education Research Journal, Vol. 20 Issue 1, p107-125

Role of Youth in promoting Communal harmony in India Essay

Posted by SujataParashar on March 7, 2013 in News  · 0 Comments When my son was about six his classmate asked him about his religion. My son could not answer him as that was the first time someone had asked him that question. He did not know what his religion was. For that matter he did not know the meaning of the word. But he was curious about it and so after returning from School that day he asked me the same question: ‘what is my religion, Mom?’ Instead of replying to him immediately I made him sit and asked him about his day at school and during our conversation gently probed why he wanted to know about it. Once I learnt the exact reason, I explained him the meaning of the term in the simplest of ways and told him that if anyone asks him about it again to tell them that; he is an Indian. He listened to my explanation, nodded quietly and left it at that. I wasn’t sure whether my son had understood or accepted my explanation. But to my surprise I learnt that he had registered it well. And even now when he has learnt through his text books that India is a multi – cultural, multi – lingual and a multi – religious country and that many of his friends belong to different communities and follow different religions, whenever he has been asked by anyone about it, he has sincerely informed them that he is an Indian. I share the above personal experience just to highlight that the understanding and attitudes of our children (and youth) play a crucial role in shaping the future of the country. It is important that from a young age they learn and imbibe the â€Å"unity in diversity† spirit — which is the essence of our nation. In fact, our history is replete with examples where so many of our Kings, Emperors and even the invaders and colonial rulers divided us in the name of religious and communal differences. On the other hand, we also have countless examples of great kings who remained secular in their views and actions throughout their lives and consequently the country prospered under their rule. In fact, India has always been a land of spirituality where the beliefs and faiths of people from different casts and communities have been respected and flourished. But it is also a country which has undergone transformation several times; from dynastic rule of the kings, emperors to colonial rulers and finally to gaining independence and becoming a country of the people, by the people and for the people. Yet, despite attaining freedom, having a written constitution based on ideals of democracy and  secularism and being led by visionary leaders like Mahatma Gandhi, Pt. Nehru, Lal Bahadur Shastri et al communal harmony in the country is on a decline. Issue- based politics has given way to vote – bank politics based on narrow interests and goals of political parties. In order to achieve these goals they’ve been resorting to picking up social causes on communal lines which divides rather than binds people. The situation is so bad today that even a small and often silly remark by an irresponsible member of one community about the other can take the form of a major riot – like situation leading to victimization of several hundred innocent people. Often these remarks are made deliberately and with ill – motives. The chasm between religious communities is so wide that people are fooled easily into believing even baseless rumours spread purposely to cause unrest among them. We Proud Indians Respect All Religions and Countries. In such a sad scenario it is our youths who can become agents of change and create harmony among different communities of the country, with their positive outlook and actions. Understand and Accept – As I mentioned earlier, India is a land where people of different faith have co -existed peacefully. However, it is politics, which proved to be divisive. It is not religious leaders by and large who divide but some politicians or political parties who seek to mobilise votes on grounds of religion, caste and ethnicity. The youth is educated and more aware but at the same time they must accept the true identity of India which is: multi – cultural and multi religious. It is important that they not only understand but also respect other communities and their belief system. Celebrate occasions – Major religious festivals like Diwali, Christmas, Eid, Guru Nanak’s Birthday are officially declared as a holiday in the country. Our constitution says all are equal before the law. The Government encourages all its citizens to celebrate major religious festivals, irrespective of their religion, caste or creed. But how many of us make the effort of joyfully celebrating such festivals together with the members of other communities? Not many, I think. We are divided within on the basis of our religion. One of the best ways to achieve communal harmony is to jointly celebrate and participate in each other’s religious festivals. Young people can show their secular spirit through their attitudes and actions and set an example for others to follow. Spread awareness – Most political parties have been playing the communal card to win elections. They have won elections by dividing people and by turning friends into enemies for their own gains. This must stop. Youth can be powerful agents of change. Once they know the right thing they cannot be suppressed into agreeing with the wrong. Youngsters must come together, express their opinion freely and spread awareness about important national issues and their take on it. They must involve people in discussing and debating these matters of national importance and in arriving at a conclusion through consensus about what is best for the country. And they must make sure their collective opinions are conveyed to the leaders in clear terms. This will not only ensure that the government takes decisions based on the welfare of its people but also check the politicians from playing the communal card. Be a proud Indian – Most of all young people can set example for others by showing their pride in their country thorough positive and healthy dialogues, responsible behavior and caring attitude towards one and all. â€Å"Be the change you want to see† -Mahatma Gandh